Name: LEAH JANE P.

IBARRAT

Subject:

PED 106.2

School: Western Mindanao State University ESU-Siay Professor:

Evangeline S. Capitania

Inductive Lesson Plan

Grade V Science

I.

Objectives

A.

Cognitive

1.

Brainstorm descriptive words of different changes of state.

2.

Write a descriptive story about a type of change of state.

B.

Affective

1.

Build good group work skills by working together in small groups.

(Good affective objective)

II.
A.

Materials
Overhead, Transparency markers, Blank Transparency, Transparency of

my brainstormed words for thermal expansion, my story for thermal

expansion, rubric for the story.
III.

Anticipated questions

A.

How many words do we have to brainstorm?

1.

Just get as many words as you can down. The brainstorming is to help

you with your story.

IV. Anticipated classroom management problems
(Good prevention of potential management problems)
A.

Students getting too loud during brainstorming.

1.

I will walk around the room during the brainstorming and if the

students are getting too loud, I will quietly get them to quiet down.
B.

Students getting off task during brainstorming.

1.

I will be walking around the room during brainstorming. This should

prevent most of the students from getting off task. If this does not work, I will
hint to the students to get them back on task.
V.

Teaching Strategies

A.

Introduction (Time: 2 min.)

1.

In Chapter 14, we talked about the different changes of state. Can

anyone give me the different changes that we went over?

a.

Melting, vaporization, evaporation, condensation, sublimation,

deposition, and thermal expansion. (Review)

2.

Today we are going to brainstorm descriptive words that fit with a

change of state and we will write a story from the words we brainstormed.
(Objective)
B.

Teach/Model New Learning (Time: 5 min.)

1.

When we brainstorm, think of any word that comes to mind that has to

do with the subject. Also in brainstorming, do not eliminate any words, which
will come later. (Good point) When you think about Thermal Expansion,
what words come to mind?
a.

Expand, head, increase, size, change, temperature, concrete, move

apart, joints, expansion, etc.

2.

We will go through the words that we listed, and cut out the words that

are not descriptive.

3.

Then, we will categorize the words into separate groups.

a.

How it changes, scientific information on the change, and descriptive

words (Good modeling of the process below)

4.

I did a brainstorming activity on the thermal expansion also.

a.

Put the brainstorming chart transparency on the overhead.

5.

I cut out the words that didnt fit just like we did and then I put the

words into these groups:

a.

How it changes, scientific information on the change, and descriptive

words
6.
a.

I also wrote a story about Thermal Energy for an example:

Read the story.

C.

Guided Practice (Time: 6 min.)

1.

I will draw three names out of a hat for each group. (Good

management) The groups will have one change of state to talk about. That
last group will have four students.
2.

Before we move into small groups, what does it mean to work well in a

group? (Good reviewing of the social skill/affective objective)

a.

Cooperate, listen to each other, be respectful, do not discriminate,

etc.
3.

I will assign the groups an area of the room and they will brainstorm

descriptive words of the change of state as a group.

a.

Before you start, remember that we are just brainstorming, think of

any word that pops in your head that has to do with your change of state.
And remember, do not eliminate any words yet. (Clear directions)
4.

I will hand out a rubric to each student before the students begin their

brainstorming. 5.

After brainstorming, eliminate any words that do not fit,

and put the words into different categories. Then after you finish

categorizing, make each of yourselves a copy of the words to use at your

desk during the writing process. (Clear directions)
a.

While you are categorizing, ask yourselves how you can group the

words and for the words that do not work: can you keep the words? If so, how
can you incorporate the words into your story? (Higher order thinking
activity)
6.

After you are done copying the words, return to your seat and begin

working on your story. The stories need to be done individually.

7.
8.

You can now begin your brainstorming.

During the brainstorming process, I will walk around the room, assist

students and making sure, the students are on task and not getting too
loud. (Good management)
D.

Activity to practice new learning independently (Time: 8 min.)

1.

Students will work on their stories.

E.

Closure (Time: 1 min.)

1.

Thank you for all your hard work.

2.

If I asked you what you learned in class tomorrow, what would you tell

me? (Check for understanding/review)

i.

How to write a descriptive story, how to brainstorm, how to explain

changes of state in a creative way.

3.

Great! Tomorrow we will present our stories, so if you did not get your

story done in class, it is due tomorrow.

VI. Post Assessment
A.

Self

B.

Students

1.

Students will be evaluated on how well they work in groups and I will

use their stories for evaluation.

VII. References
A.

Teachers Manual